To investigate variables not previously studied in annual surveys of phonetic skills of teachers, the California Phonics Survey (CPS) was administered to 78 graduate students who were also elementary teachers, 252 undergraduate education majors, and 41 speech majors and speech therapy majors. Differences among groups were studied, and additional comparisons were made among high and low scoring subjects on the CPS and the following variables: (1) dialect differences as judged from taped oral reading, (2) results of audiometric tests, (3) speech development as indicated by the Hejna Articulation Screening Surveys, (4) socioeconomic status as indicated by parental occupation classified with Warner's socioeconomic occupational index, (5) chronological age, and (6) the scores of the Henriksen Teacher Word-Analysis Test. Findings indicated that the total CPS score differed significantly between speech majors and elementary education majors. Teachers had a better mastery of vowels than the undergraduate groups. Age was negatively correlated with CPS, while the Henriksen Teacher Word-Analysis Test was positively correlated with the CPS. Dialect divergence was significantly greater among the low CPS phonetics group. Acknowledgments, tables, and a bibliography are included. (WB)